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THE GREEN BOOK CEP Student Handbook 2015
THE GREEN BOOK
CEP Student Handbook
2015
Sugiyama Jogakuen University Communicative English Program Student Handbook Communicative English Pre-Academic English 2015
Communicative English Program
Website: www.communicativeenglishprogram.com
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Contents
CE Welcome 1 Communicative Grammar Syllabus 2 Grammar Key 3 Grammar Study Schedule 4 Grammar Tutoring 6 CE Writing Syllabus 7 CE Reading Syllabus 8 Learner Training Syllabus 9 Drama Syllabus 10 Projects Syllabus 11 Promotion to Pre-A and EE English Welcome to Pre-Academic English
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Pre-A Projects Syllabus 15 Pre-A Reading Syllabus 16 Pre-A Writing Syllabus 17 Code of Ethics 18 Writing Journal Explanation 19 Semester Reflection 20 CEP Typing Guidelines 21 Microsoft Word Explanation 23 Writing Grade Explanation 24 Writing Correction Codes 25 Extensive Reading 26 Extensive Reading Level Finder 28 Conversation Recording Explanation 30 Introduction to Self-Access Center 31 Behavior in the Self-Access Center 34 Active Learner Passport Contacting your Teachers
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Grade input 39 Pre-A Speed Writing CE / Pre-A Speed Reading Chart
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Welcome to the Communicative English Program Your teachers here at Sugiyama are happy to have you in our program and look forward to meeting you soon. This year you will learn a lot of English because you will have Communicative English five times a week, and we hope it will be challenging for you! Your teachers believe that learning should be interesting and fun, and that the most important part of your education here is YOU. They will help you become a more independent learner. If you try hard this year, your English will become much, much better. This book is your key to understanding many things about the Communicative English Program. It has helpful information about your classes, so please bring it to every class. To start, we need to introduce you to a few basic rules for all of your Communicative English classes. The rules are written in Japanese so you can understand them easily. If you follow these rules, you and your classmates will have a fun and productive time in the CEP.
1. 授業には毎回きちんと遅れずに出席してください。3 回遅刻すると、その回の授業は欠席扱いとなります。 20分の遅刻は欠席とみなされます。
2. 宿題は毎回欠かさず行ってください。宿題をして来なかった学生は退室を命じられ、欠席扱いになることがあります。
3. 授業中の演習には元気よく積極的に参加してください。一人一人が積極的になることで、学ぶことはより楽しく、易しいものになるはずです。
4. 授業中の携帯電話の使用は厳禁です。授業中に使用が発覚した携帯電話は没収します。
5. 不正行為は絶対に許されません。詳しくは１7ページを見てください。 There are only a few rules, and they won’t be difficult for you to follow, but following them will make your experience at Sugiyama much better!
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Communicative Grammar Syllabus
Text: Basic Grammar in Use by Raymond Murphy and William Smalzer The goals for this class are listed below.
To build an understanding of English grammar To improve your spoken grammar
In this class you will study grammar, but in a way that is probably new to you. Communicative Grammar is designed so that you study grammar at home, and USE that grammar in class in communicative activities.
Each week you will do your assigned homework in your grammar book and check your answers with the answer key in the back of the book. When you come to class, you will do activities that use the grammar you have studied. During this time, you can ask your teacher questions if there are things you don’t understand. At the end of class you will take a quiz on the grammar you have used that day and check the quiz in class. (The quiz will also review the grammar you’ve studied before.) If you don’t pass the quiz, your teacher will give you some special Build-Up exercises (強化練習) to do to help you understand that grammar.
Your Build-Up exercises are homework and are due the next week – if you don’t turn them in the next week, you get a zero for your quiz grade! After you finish the Build-up exercises, you must visit the Grammar Tutor. Our Grammar Tutor is an upper-class student（上級ｸﾗｽの学生）who understands English grammar well. She will go over your paper with you, and if you have any questions, she can answer them in Japanese. (You can also visit the Grammar Tutor if you’d like some extra help.) Doing your homework independently (自分で) is very important. If you don’t do your homework, you won’t pass the quizzes. If you don’t pass the quizzes, you won’t pass the class. At the beginning of each class, your book will be checked to be sure you are doing your homework. You will use some of the grammar points you learn here in other classes as well, for example, CE Writing. The grammar you study in this class will be helpful for other classes, so please keep this in mind.
This is how you will be graded in this class: Participation (積極性) 10% Midterm Test 10%
Quizzes 50% Final Test 20% Homework 10%
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Grammar Key（文法用語）
Subject - （主語）
Object - （目的語）
Parts of Speech
Verb -（動詞）
Adverb -（副詞）
Noun -（名詞）
Adjective -（形容詞）
Verbs
Simple Present -（現在形）
Present Progressive -（現在進行形）
Simple Past -（過去形）
Past Progressive -（過去進行形）
Future -（未来形）
Present Perfect -（現在完了形）
Present Perfect Progressive -
（現在完了進行形）
Past Perfect Progressive –
（過去完了進行形）
Past Perfect – （過去完了）
Other Grammatical Terms
Relative Clause -（関係詞節）
Passive Voice -（受動態）
Conditional -（条件文）
a) True/Real –（直説法）
b) Untrue/Unreal -（仮定法過去）
Reported Speech – （間接話法）
Gerund –（動名詞）
Infinitive –（不定詞）
Tense –（時制）
Note: For more information about English grammar in Japanese, we recommend the following book: 『コーパス活用ロングマン実用英文法辞
典』ジェフリー・リーチ（著）、武田修
一（編集）ピアソン・エデュケーシｮン
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Grammar Study Schedule: Spring Semester
April 6 Introduction April 13 – Grammar Level Check April 20 – Quiz 1 over the following units:
Unit 1 am /is/are Unit 2 am /is/are questions Unit 3 present continuous Unit 4 pres. cont. questions Unit 5 simple present Unit 10 past: was / were Unit 11 simple past Unit 12 simple past neg. / questions Unit 26 future: pres. continuous Unit 27 future: going to
April 27 – Quiz 2 Unit 6 simple present neg. Unit 7 simple present questions Unit 8 pres. cont. / simple present Unit 9 present: I have / I’ve got Unit 13 past cont. Unit 14 past cont. / simple past Unit 15 past: I used to Unit 28 future: will Unit 29 future: will
May 11 – Quiz 3
Present Perfect Unit 16 Have you ever… Unit 17 How long have you… Unit 18 For, since and ago Unit 19 I have done / I did Unit 20 just, already, yet Unit 21 I’ve lost ... / I lost…last week
May 18 – Quiz 4 Questions Unit 45 Is it...?, Have you…? Unit 46 Who saw you? Unit 47 Who is she talking to? Unit 48 What? Which? How? Unit 49 How long does it take? Unit 50 Do you know where?
May 25 – Quiz 5 Unit 24 verb forms: be, have & do Unit 25 verb forms: reg. /irreg.
Unit 86 adjectives: old & nice
June 1 MIDTERM June 8 – Quiz 6
Adjectives / Adverbs Unit 87 Adverbs: quickly Unit 88 old/older, expensive/more Unit 89 older than, more expensive Unit 90 not as … as … Unit 91 the oldest, the most… Unit 92 enough Unit 93 too
June 15 – Quiz 7 Word order / Modals Unit 30 might Unit 31 can /could Unit 32 must Unit 94 He speaks English very well Unit 95 always / usually / often Unit 96 still/yet/already
June 22 – Quiz 8 Modals continued Unit 33 should Unit 34 I have to… Unit 35 Would you like…, I’d like… Unit 36 I’d rather…
June 29 – Quiz 9 Unit 100 1st conditional: If we go…
Unit 101 2nd conditional: If I had… Determiners / pronouns Unit 75 this / that these / those Unit 76 one /ones Unit 77 some /any Unit 80 somebody /anything
July 6 – Quiz 10 Determiners / pronouns cont.
Unit 81 every /all Unit 82 all /most/some/any/ no/none
Unit 83 both /either/neither Unit 84 a lot / much /many Unit 85 a little/a few, little/few
July 13 – Review July 20 (National Holiday) – FINAL
Record your scores on page 39 of this book.
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Grammar Study Schedule: Fall Semester
Sept. 28 – Quiz 11 Pronouns/possessives Unit 60 I / me, he / him, they / them Unit 61 my / his / their Unit 62 It’s mine / yours / hers Unit 63 I /me / my / mine Unit 64 myself / yourself / themselves Oct. 5 – Quiz 12
Imperatives Unit 37 Do this! Don’t do that! Unit 97 Give me that book! Two-Word Verbs Unit 115 go in/fall off/ run away Unit 116 put on your shoes
Oct. 12 – Quiz 13 Infinitives and gerunds Unit 52 work / working, go / going Unit 53 to…(I want to do), -ing Unit 54 I want you to… / I told you Unit 55 I went to the store to… Conj. and clauses Unit 98 and / but / or / so/ because Unit 99 When…
Oct. 19 (National Holiday) – Quiz 14
Neg. determiners / pronouns Unit 65 possessives: - ‘s Unit 67 sing. / plural: trains / buses Unit 78 not… any /no / none Unit 79 not… anybody / anyone Relative clauses Unit 102 A person who / a thing that Unit 103 The people we met …
Oct. 26 – Quiz 15 There / it Unit 38 There is / are Unit 39 There was / were, there has Unit 40 It… Countable / uncountable Unit 68 a bottle / some money Unit 69 a cake / some cake
Nov. 2 – Quiz 16 Articles Unit 66 A / an Unit 70 A / an, the Unit 71 The…
Unit 72 go to work/go home Unit 73 I like music. I hate exams. Unit 74 The… (names of places)
Nov. 9 – Review Nov. 16 Midterm Nov. 23 - Quiz 17 National Holiday Prepositions Unit 104 at 8 o’clock/on Monday/in Unit 105 from…to/until /since/for Unit 106 before/after/during/while Unit 107 in/at/on Unit 108 in/at/on Unit 109 to/in/at Nov. 30 – Quiz 18
Prepositions Unit 110 next to/behind/under Unit 111 up/over/through Unit 113 afraid of/good at/at -ing Unit 114 listen to/look at
Dec. 7 – Quiz 19 Passive Unit 22 is done/was done Unit 23 is being done/has been Reported speech Unit 51 She said that../He told me...
Dec. 14 – Quiz 20 Auxiliary Verbs Unit 41 I am / I don’t Unit 42 You have? / Have you? Unit 43 too /either / so am I /
neither… Unit 44 isn’t / haven’t / don’t
Dec. 21 – Quiz 21 Causatives
Unit 56 go to / go on / go for /go-ing Unit 57 get Unit 58 do / make Unit 59 have
Jan. 18 – Review Jan. 25 – FINAL
Record your scores on page 39 of this book.
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Grammar Tutoring At the end of each grammar class, you will have a quiz on the grammar that you studied for that day. If you don’t pass (合格する) the quiz (seven points or more), you clearly need some extra (追加の) help. To help you, your teacher will give you some Build-Up exercises. These Build-Up exercises are additional practice(追加練習) on the same grammar points (要点). Build-Up exercises are homework and are due the next week in class – if you don’t turn them in the next week, you will get zero points for the quiz. When you get a Build-Up exercise, you need to sign up to see a Grammar Tutor (講師). The Grammar Tutor is an upper-class student who understands English grammar very well. She will help you go over (確認する) your paper, and you can talk to her in Japanese! This is a good chance for you to get special help.
The grammar tutoring sign-up sheet （登録用紙） is located (～に置いてある) on the fourth floor outside of the Self-Access Center. Grammar Tutoring is Monday, Wednesday and Friday in room 426 during lunch at 12:25 and 12:40. Rules for Grammar Tutoring 1. When you sign up for a day and time, make sure you go to that grammar tutoring session (授業). Other students might have wanted that day and time, and it is not fair to them if you skip (欠席する) it. If you miss your scheduled (予定していた) session, the tutor will report your absence (欠席) to your teacher. 2. Make sure the 12:25 session is full (all the lines have students names on them) before you sign up for the 12:40 session. If you don’t sign up correctly, it is possible that you will be cut (はずされる) from the list and miss your chance for tutoring, and then you will get zero points on your quiz. There is a maximum of six students per session. Do not add additional lines. If session is full contact Mike Stockwell in room 412 to see if more times can be added. Monday 12:25 4/21 XG Mayumi Mishima XE Chihaya Kawahara XS Rieko Shimamoto XN Misato Kunitada 12:40 XL Tomomi Nakamura _____ _______________
Monday 12:25 4/21 XG Mayumi Mishima XE Chihaya Kawahar ______ _______________ ____ _________________ 12:40 XL Tomomi Nakamura
Grammar Tutoring 最近、文法のクラスで行われる小テストで落第点をもらったあなたには、授業で習った文法構造を理
解するためのちょっとした手助けが必要です。Grammar Tutoringはこうしたあなたに必要な援助を日本語で受けることができる特別な機会です。チューター役は、教職を目指して勉強中の優秀な学生
たちですから、あなたの文法スキルを高めるために熱心に指導してくれます。ここでは、英語しか許
されていない普段の授業と違い、日本語で質問することができます。
Grammar Tutoringは、小テストで問題があった学生だけではなく、すべての学生が受けられます。ですから、普段の小テストがうまくいっている人も、文法を理解するためにちょっとした手助けが欲
しいときには Grammar Tutoringに参加することができますよ！
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CE Writing Syllabus Text: CE Writing Workbook (provided by your teacher) The goals for this course are: To build confidence in writing in English To increase writing speed and fluency in English To learn and practice many ways of prewriting To learn and practice writing different kinds of paragraphs To learn practical skills for writing letters and email in English This writing course introduces the writing process, paragraph writing, and different ways to improve your writing speed and fluency. In addition, you will learn and practice informal and formal correspondences.
The homework for this course is listed below. Speed Writing (Twice a week): You will write non-stop for ten minutes. The goal is to write quickly. You will do speed writing in class and another one as homework. You will choose from a list of topics in your workbook. Keep track of your progress on the proper pages. Journal writing (Once a week): You will type one full page on a topic as homework every week. This will help your ability to express your ideas in English and to improve your typing skills. In order to further improve your writing, you will focus on self-checking certain grammar points each week. Journals are explained in more detail in your workbook. Workbook exercises: Workbook exercises will help you practice new concepts. You will also learn how to format documents, revise text, and check your comprehension of what you have learned. Prewriting (For paragraph assignments and speed writing) You will try outlines, mind maps, listing and other forms of organizing your ideas in writing. Assignments: You will type and revise original letters, emails and paragraphs to practice what you have learned. Peer editing (for paragraph assignments) You will work with classmates to prepare and revise your work during class time. Quizzes: The purpose of quizzes is to confirm that you understand the things you study in this course.
This is how you will be graded in this class: 10% Active Participation 20% Speed Writing & Journal Writing 20% Quizzes 10% Other Homework 20% Assignments 20% Final Review
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CE Reading Syllabus
Text: Learning English Vocabulary by David Barker (also used in Learner Training) Select Readings: Pre-Intermediate: by Linda Lee and Erick Gundersen Reading for Speed and Fluency 1 by Paul Nation and Casey Malarcher The goals for this class are listed below. To improve your reading speed and fluency To be able to apply reading strategies in English To understand challenging texts To enjoy reading In this class, you will work on building your reading fluency. Reading fluency is a combination of reading comprehension and reading speed. You will also study vocabulary, so that by the end of the year you will know the 1,000 most frequently used in English. The goal is to learn many aspects of the word. You will have weekly vocabulary quizzes in CE Learner Training in the Spring semester and in CE Reading in the Fall. Record your scores on page 39 of this book.
Each week you will do a variety of exercises out of your textbooks. Your work in Select Readings focuses on（重点的に扱う）intensive reading. Intensive reading is when you read passages that are a little difficult for you. It can help build language awareness（知ること）. This book also has exercises that will help develop reading strategies, so that you can read faster and understand more of what you have read.
To help you read faster, you will practice speed reading. Each week you will read passages from Reading for Speed and Fluency. Speed reading passages should be easy for you to read and you will be able to read them quickly. Reading easy English is very useful for building your English skills because while you read, you see a lot of vocabulary and grammar in context. Over time, this will help you naturally build the ability to use correct English. Record your scores on pages 48 and 51 of this book.
In addition to intensive reading and speed reading, you will do extensive reading. Extensive reading is reading a lot at your ability level. For this homework, you can choose what to read from the books in the library, virtual library (xreading) or the Self-Access Center. Extensive reading is a great support to your weekly focused vocabulary and grammar study that you are doing in other CEP classes. Combining intensive reading, extensive reading, and speed reading will really improve your reading and your English in general.
This is how you will be graded in this class: Participation 10% Quizzes 40% Homework 10% Tests 40%
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CE Learner Training Syllabus Text: Learner Training Booklet Learning English Vocabulary by David Barker (also used in CE Reading) The goals for this class are listed below. To help you become aware of your learning styles To develop skills to help you learn on your own To build your confidence as a language learner This is a special class designed to help you become a better learner. You can’t depend on your work in English classes or your teacher for all of your English development. You have very little time in class and even less time with your teachers, so you need to be able to learn independently. The way that you study is very important to how quickly you learn. Your teachers want to help you learn English as quickly and successfully as possible, so you will work on learning effectively (効果的に) on your own. To learn independently, you must be able to ask questions and find answers to those questions on your own. It doesn’t mean that you can’t have help answering the questions, but YOU have to ask the questions and YOU have to search for the answers. You can find answers from books, libraries and the Internet. You can also ask your classmates, your teachers and other people for information. Being independent means that you find the answers to your own questions; it means that you think critically (注意深く) and are active in your learning. During this semester, you will learn to confidently ask questions, to follow directions, to type, to use new learning strategies, to manage your study time efficiently (効率よく), and to do many other things. This is how you will be graded in this class:
Participation 30% Independent Work 15% Quizzes 30% Mid-term & Final 25%
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CE Drama Syllabus Text: Drama Booklet The goals for this class are listed below. To develop natural English rhythm and intonation To build your confidence speaking in English To perform in front of others in English Communicating confidently in English can be challenging. English uses different rhythm and intonation compared with Japanese. Also, people in English-speaking cultures sometimes use gestures that you might not understand. Drama and acting are great ways to help you learn about these things so that you can communicate more clearly. This course is designed to help you improve your rhythm, intonation and expressiveness （表現力） in English. You will do exercises to help you speak more naturally, and you will learn about common body language used by native English speakers. This will help you build confidence for communicating in English. All of the skills that you will learn and practice in Drama class will be used in a special way. Last semester you worked on characters and scenarios. These have been developed into scripts for you to improve on, rehearse and perform. It is a great chance to use all of the new skills that you have learned. This is how you will be graded in this class:
Participation 30% Homework assignments 25% Independent Work 15% Performances 30%
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CE Projects Syllabus Text: Projects Booklet The goals for this course are listed below: To participate in group discussion To build confidence in speaking in English To give formal presentations in English To learn and practice researching information online To learn about new topics in English
In this course you will develop your speaking skills in both discussions and presentations. Throughout the year, you will do several mini projects on a variety of subjects. Each project will require research, a lot of discussion in class and a presentation. At the end of each semester, you will have a Conversation Test (see the next page for details). You will present in front of a small group of your classmates at the end of each project. You will give the same presentation two times to different groups. Repeating your presentation will give you a chance to improve your English and your presentation skills. Doing the presentations in front of smalls groups should help you relax and enjoy using English. Your presentations will be communicative and interactive. This means you will need to ask and answer questions during every presentation. Asking questions is an important part of communication and this class. Each project will introduce a different presentation skill. Mastering these skills are necessary to become a good presenter, and developing these skills will help you improve your English. Below are the presentation schedule and topics you will present on.
Semester Project
Spring Families
Amazing Women Movies
Fall Restaurants Countries
This is how you will be graded in this class:
Spring Semester Fall Semester 10% Conversation Recordings 20% Conversation Test 10% Conversation Test 30% Classwork & Participation 30% Classwork & Participation 50% Projects 50% Projects
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CE Projects Conversation Test
You will have a conversation test at the end of each semester.
The test is a five-minute conversation with a classmate.
You will have a randomly selected partner for the test.
Your topic is randomly selected, but it is one of your project topics.
You will have fifteen seconds to plan the conversation after you learn your topic.
You and your partner will speak in front of the class.
When it is not your turn, listen to your classmates speaking in front of the class. Be a good audience. Your conversation test grade: Did you converse for five minutes? 1 ~ 5 points Fluency (No long pauses?) 1 ~ 5 points Nearly equal speaking time? 1 ~ 5 points Did you stay speaking on topic? 1 ~ 5 points Pronunciation (Comprehensible?) Good Needs work English only? Yes No Cooperation Yes No Were you a good listener? Yes No
Total /24
S: 24 – 22; A: 21 – 19; B: 18 – 17; C: 16 – 15
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Promotion to Pre-Academic English (2nd Year of CEP)
The first year of the Communicative English Program (CEP) is called Communicative English and it consists of a class everyday from Monday to Friday. However there are still two more years in the CEP. The second year is called Pre-Academic English and there are three classes. On Mondays we have Pre-A Projects, Pre-A Reading on Wednesdays and Pre-A Writing on Fridays. Entry into Pre-A classes is competitive. Below is a list of the things that teachers consider when deciding who will be able to continue on with the CEP program as a student in the Pre-Academic program.
1. Teacher recommendations are from all five CE classes. Teachers rank students from a scale of 2 to 5. To achieve a score of 4 or 5, students must demonstrate that they are active learners. This means that homework is completed and students participate actively in English.
2. Teachers look at the TOEIC score from the test taken in December. It is important that all students take this test.
3. Participation in SAC events and Chitchat activities. The number of stamps in the Active Learner Passport demonstrates the level of participation.
4. Completion of the required SAC visits is also essential.
Promotion to Expressvie English (3rd Year of CEP)
The factors listed above are also important for selection into the third year of the CEP program. Currently it is called Expressive English, but the name will change in 2017 to Academic English. In Expressive English there are two classes. On Wednesdays there is EE Projects, and on Friday afternoons there is EE Reading and Writing.
Becoming a Peer Assistant (PA) Each year we select third-year students to be Peer Assistants in the Self-Access Center. To be considered for a PA, students need an excellent record of classroom performance in CEP classes. They also need to have actively participated in Self-Access activities such as lunchtime presentations, Chitchat and Annex activities. In addition, PAs must be enrolled in the Expressive English program for both classes.
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Welcome to Pre-Academic English Welcome to Pre-Academic English! The teachers here at Sugiyama are pleased that you are continuing in the Communicative English Program. It will be a challenging and exciting year for you. You will have three Pre-Academic English classes: Reading, Writing and Projects. Each class will have activities that are similar to classes from last year. For example, you will still write in a journal, do Extensive Reading and give presentations. However, there will be new activities such as independent homework, for which you will choose the activities that you do. You will visit the Self-Access Center on your own like you did last year. There is a nice combination of the old and the new! Remember that when you decided to join Pre-Academic English, you agreed to make your English study your number one priority. During this year be careful to keep enough space open on your schedule, so that you always have time to do your best on homework and assignments. Of course you want your English to improve this year. The best way to see that happen is for you to be sure to organize your study time and to focus your energy on your weak areas. Doing this helps you learn efficiently and effectively– and speeds up your learning! At the Pre-Academic level, communication should be in English throughout the class. This is your opportunity to immerse yourself in English. Your classmates are also going to be trying hard, so work together and help each other. Learning in Pre-Academic English is a team effort. Once again, welcome to Pre-Academic English. Together we will have a great year of English!
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Pre-Academic English Projects Syllabus Text: Handouts The goals for this class are listed below. To improve your speaking and listening skills To build your presentation skills To develop your research skills In this class, you will develop your speaking skills both in conversation and in presentations. Throughout the year, you will do two long projects that will include a variety of activities. The topics for the projects will be developing individuality and social issues. Each project will require research, a lot of discussion in class, and may include mini oral tasks such as skits, conversations or debates, as well as a final presentation. You will work in small groups to build your presentations, but the final presentations will be done alone. As you did in Communicative English, at the end of each project, you will do your presentations in front of a small group of your classmates. However, this year the projects will be much longer and will require you to discuss issues and opinions and to do extensive planning in groups. For the presentations, you may use video clips, presentation software or other media. Each presentation will be twenty minutes long, and you will use cue cards to help you. This is how you will be graded in this class:
Participation 20% Presentations 30% Homework 30% Quizzes 20%
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Pre-Academic English Reading Syllabus Texts: Learning English Vocabulary by David Barker Select Readings: Intermediate: by Linda Lee and Erick Gundersen
Reading for Speed and Fluency 2 by Paul Nation and Casey Malarcher Workbook provided by teacher Xreading Virtual Library
The goals for this course are listed below. To further expand the depth of your vocabulary knowledge To further improve your reading fluency To practice reading strategies through intensive reading To build and practice an extensive reading habit
In this reading course we will use newspaper readings and textbook readings to help you become a skilled, strategic reader. It also includes speed reading and extensive reading to help increase your reading speed and comprehension. It is our hope that through this course, you will gain useful and lifelong reading and study habits.
The homework and course flow for this course is listed below.
Speed Reading (Twice a week): You will read short articles from Reading for Speed and Fluency and check the amount of time each reading took.
Vocabulary quizzes (Once a week): There will be a weekly quiz to confirm your expanding vocabulary. You will join the 2015 Pre-AE Reading Sugiyama Quizlet group to help you practice for the quizzes from your smartphone or computer.
Intensive reading: Using Selected Readings and news articles, you will review reading strategies from CE Reading and practice summarizing. You will also make discussion questions for news articles every other week. There will be a mid-term and final review activity to confirm your progress with intensive reading.
Extensive reading (every week): You will read each week books of your choice using books or Xreading Virtual Library. You will also recommend one book every week to your classmates.
This is how you will be graded in this course: Extensive Reading 30% Review Activities 20% Vocabulary Quizzes 20% Homework 10% Active Participation & Classwork 20%
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Pre-Academic English Writing Syllabus Texts: Writing: From Paragraph to Essay The goals for this class are listed below.
To further develop your writing fluency through journal writing and speed writing To further develop your use of written grammar To learn to write five-paragraph essays To improve summarizing skills To enjoy writing
This writing course focuses on developing academic writing skills. You will learn how to generate topics and write well-organized paragraphs and organize these paragraphs into clear, logical essays, using a variety of genres. For improving summarizing skills, you will learn how to write abstracts for academic and non-academic articles. You will also write weekly journals – either handwritten or typed. In AE Writing you will continue to do speed writing twice a week. Please record your times on pages 40 to 44 in this book.
Learning to write is like learning to play a musical instrument; the more you practice, the better you become! This is how you will be graded in this class:
Tests 30% Homework 10% Task book 10% Writing Assignments 50%
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Code of Ethics 不正行為に関する警告
本年度、Communicative English のクラスで、不正行為がいくつか発見されています。椙山女学園大学では、不正行為は非常に重大な問題とみなされます。
仮に、不正行為があったことが大学当局に報告されると、その科目のみならず、そ
の学期中に試験の行われた科目はすべて失格となります。従って、２年次では、１
年次に修得できなかった科目を２年次の履修すべき科目に加えて履修していか
なければならなくなり、ひいては４年間で卒業することが難しくなってきます。これ
は厳しい話ですが、不正行為はそれほど重大な問題行為なのです。十分に理解
しておいてください。
下記に、どのようなことが不正行為にあたるかを記しました。よく読んで十分に理解しておいて下さい。
１．友達が宿題としてやってきた練習問題の答えを写して提出すること ２．要約 (summary) や書評 (book report) など、友達の書いたものを写して提出すること
３．本やインターネットなどから丸写ししたものを提出すること ４．テスト（小テスト、中間テスト、学期末テスト等）で友達の答えを
写すこと ５．授業担当者から「持ち込み可」の許可が出ていないにもかかわらず、
テスト中に本やノートを見ること
授業担当者から、「友達といっしょにやってもかまいませんよ」と許可を出したもの以外は、基本的に「宿題」というものは自分の力でやらなくてはいけないもので
す。この点をよく理解してください。 過去に、お喋りをしていて失格になってしまい、CEPの授業すべてに参加することができなくなってしまった学生がいます。そうならないように
して下さい。 Plus part about translation engines
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CE Writing Journals After the mid-term, you will type a weekly journal.
The purpose of the journal is to practice expressing your thoughts in English without a time limit.
You will also have a ‘focus’ for each journal. The focus is something you have been studying in your writing or grammar class.
You must: 1. Type one full page.
2. Use proper formatting. 3. Include the journal focus.
4. Write everything yourself. 5. Submit the journal on time (no late work).
Journal Grades
✓+ Three points
✓ Two points ✓- One point
Redo Redo to receive one point
X 0% You submitted the journal late without a good reason.
OR You did not write the journal, or you let someone copy your journal.
Late Work
• Sometimes late work is accepted for situations such as a family emergency, influenza, and other reasons that your teacher allows. If you want to submit late work, please explain why to your teacher. Your teacher will tell you if it is ok.
• Skipping class for a part time job, a driving exam or because you forgot about the assignment are NOT acceptable reasons for late work.
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Semester Reflection
Reflection (反省) is an important part of learning. In the Communicative English Program, you will do a lot of reflecting. A new way that you will reflect is through Reflection Journals. In this type of journal, you will answer several questions about each of your CEP classes. These questions are below.
1. What has been particularly useful for you in this class? Why? 2. What has been difficult for you in this class? Why?
During the summer break you will submit these reflection journals on-line, and they will be given to your course teacher. Each teacher will read the journals and respond to your class’s comments. This system is designed so that all your teachers can learn about your opinions about their classes. The purpose of the Reflective Journal is to give you the opportunity to think about your learning and for your teachers to hear your opinions about how you are doing in your classes. Read your Daily Self-Reflection and carefully think about your classes before writing your reflection journals. When you write your journals, please explain your opinion as clearly as you can. Students who can reflect well on their learning are able to find their own weaknesses and make the necessary improvements. Therefore, students who can, and make the effort to reflect will become better learners. Reflection for question 2: What has been difficult for you in this class?
Weak example:
Speed writing is difficult. I don’t like it.
Strong example:
Speed writing is difficult. I don’t like it because it’s hard for me to concentrate for 10 minutes in English. Sometimes, I suddenly realize that I haven’t been writing for a couple of minutes. I waste my time. My word count has not improved very much over the first semester. I need to find the right environment so I can concentrate better.
The weak example doesn’t help the student understand what her problem is. Reflections should help you discover things about your learning. To assess the online reflection use the QR-code below or go to: http://www.communicativeenglishprogram.com/ce-reflection-journals.html
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CEP Typing Guidelines
In the CEP, we follow APA 6th edition formatting guidelines to prepare you for your graduation paper (with some small changes to save paper). Below are guidelines for both your journal, paragraph, and essay assignments in CE, Pre-A and EE Writing classes.
1. A4 paper
2. Type your group, name, and student number on the upper right side of the paper
3. 25 mm margins on top, bottom and sides
4. 12 point font size
5. Times New Roman style font
6. Title on the second line, centered. Write the Journal number or the paragraph draft
number in parentheses after the title.
7. Indent the first line of your paragraph (“tab” button on your keyboard).
8. 2.0 spacing between lines
9. Left-align the paragraph or journal
10. Type the word count on the final line, left-aligned.
See an example of Journal and Paragraph assignment homework in your workbook or go to the CEP website ➣ CE Writing ➣ CE Writing Resources: www.communicativeenglishprogram.com If you don’t understand, ask for help. IMPORTANT!!! Papers that do not follow these guidelines will not be accepted. Also, be certain to save all your typed CEP homework on your computer and on a USB data clip. Keep each draft of your paragraphs in a separate document, clearly labeled. You can also email it to yourself as an attachment.
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Formatting Sample
Word count
Left-align the text
Right-align your name Center the title
Times New Roman font
12 point font
Click Layout to adjust margins
Adjust top, bottom, left and right margins to 2.5 cm
Use the Tab button to indent the first line
2.0 spaces between lines
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Writing Assignment Grading Explanation
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Extensive Reading (ER) Part of your reading homework will be to build your reading power! To do this, you will do Extensive Reading.
WHAT is Extensive Reading?
Extensive reading is reading many, interesting, easy books in a foreign language.
WHY do Extensive Reading?
There are many reasons for doing Extensive Reading. Some of them are below.
1. It increases your reading speed.
2. It helps build your vocabulary.
3. It shows you grammar in action… and it’s FUN!
1. Speed: You will see lots of words and phrases you already know in easy books. Therefore, you
can recognize them increasingly faster. This is called ‘automatic word recognition’. When you read
A LOT, you will naturally begin to group or ‘chunk’ words together into ‘meaning units’.
Read the two examples below. Which way do you think is faster to read, reading single words or
reading chunks?
Single words:
A young woman went swimming at the beach
last night.
Chunks:
A young woman went swimming at the beach last night.
2. Vocabulary: If you read a lot, then you will see the same words many times, and you will see
them used in different ways. For example, GET: get on, get a coffee, get in line, get busy, get it….
You will learn to understand the different meanings of words.
3. Grammar: Lastly, you will constantly be reading examples of correct grammar in context. This
will help you use correct grammar when you speak and write because it will feel right after reading
it so much!
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How to Complete Extensive Reading Records
1. Borrow a book in the library or the SAC. Make sure the book is at YOUR LEVEL or BELOW YOUR LEVEL.
2. Read the book if it is interesting. Stop if it isn’t and look for a new book. Ask your classmates and PAs for recommendations.
3. Complete the Extensive Reading Record. If you don’t understand, ask your teacher.
4. Complete a book report on one of the Book Report sheets provided by your teacher. The can also be downloaded from our website: www.communicativeenglishprogram.com
5. Tell your classmates about the book you read. Was it good? Was it bad? Should they read it?
Extensive Reading Grading
Your teacher will give you a reading schedule. Submit your ER Record and book reports to your teacher before class begins on the dates that they are due. Because your English will improve if you do ER (you can’t do it “wrong”), you will only be graded on completion of the work. Your reading activities will be graded with these symbols:
O OK
△ late, not complete or didn’t follow directions
X unacceptable
Note: If your records are late, your grade will be reduced 10% and marked “LATE”.
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ER: Reading Levels Different book publishers use different difficulty levels. For example, Oxford Bookworms level one books use more vocabulary than Cengage Foundations Reading Library level seven books. Sometimes, the same book publisher will use different levels for a different book series. For example, Oxford Dominoes series’ level one is the same level as Oxford Bookworms series’ level two. At the Sugiyama library’s graded reader section and in the SAC, books have colored stickers on the binding. These stickers show headwords (the range of word families) in the book. On the cover is another sticker. It has the number of words in the book and the number of headwords the book may have used.
Color level is here!
# of words in the
book
# of word families
(headwords)
Level Headwords
Yellow ≤ 300 Red 301-800 Blue 801-1500
Green 1501-2400 Purple 2401-4500
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Extensive Reading: Level Finder Activity Step 1. Start with yellow. Check the headwords. Step 2. Read 200 words. Count how many words you don’t know and record the
number on the Level Finder on the next page. (DO NOT write in the book!) Step 3. If your unknown word count is within the right range (seven or less), that level is probably good for you.
If your unknown word count is too high, choose a book with fewer headwords and do the test again.
Step 4. After you find your level, tell your Reading teacher and begin reading
whatever book you like at your level and enjoy!
July: My reading level is about _________ headwords.
October: My reading level is about ________ headwords.
Color
# of Headwords
Book Name Page #s # of
unknown words
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CE Projects Conversation Recording For this class, you will do Conversation Recordings to improve your speaking ability.
Once a week you will meet a classmate outside of class and record a twenty-minute conversation on a digital recorder or your smartphone. The things that you say in this conversation don’t need to be perfect, but it is good to pay attention to your own speaking and try to correct yourself. You will have the same partners for two weeks. Topics Choose two or three topics from the Conversation Recording Topics page of your Projects textbook (Appendix 3- the last page of the textbook). Choose new topics each week. Write the date that you chose for each topic. Recording You can borrow a digital recorder from the SAC (room 425) when it is open. Information about borrowing and using the digital recorder can be found on the CEP website in the resource section of CE Projects . If your teacher says it is ok, you can use your smartphone for your conversation recordings. We recommend you confirm that you understand how to record and send your recording before trying to do your assignment. Emailing the sound file to your Teacher Follow the example subject heading (see below) when you email your teacher your conversation recording. Only one partner needs to send the recording. Example: Subject: P4 CR1 Yoshiko Ito - Mami Sato The grade for you recording is based on the following: Did you talk the full 20 minutes? Did you speak in English? Did you have a conversation without long pauses? Did you say the date, recording number, you and your partner(s) names and topics?
Hints Before you start the conversation choose your two or three topics. Say your names, the recording number, the date, and topics at the beginning of your recordings. Relax and enjoy talking.
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Introduction to the Self-Access Center
セルフ・アクセス・センターでの勉強方法は、何から何まで先生に教えてもらうのではな
く、自分自身の力で積極的に学ぶことができるように考えられています。先生はただのガイ
ド役で、毎週わずかな時間しか来室しません。言語を習得するためには、授業外でたくさん
勉強し、できるだけ多くのことを学ぼうとチャレンジすることが必要です。セルフ・アクセ
スは、どのようにすれば自分で勉強できるようになれるかの、手助けをします。
センターでは、何をどう勉強するか、あなた自身で決めることができます。普通の授業で
は、先生が授業を進めます。あなたにとって、その授業のペースは早すぎるかも知れないし、
遅すぎるかも知れません。でも、センターでは、自分自身のペースで勉強を進めることがで
きます。一度だけ聴けば十分な教材もありますし、一度ではわからない教材もあります。一
度でわからなければ、理解できるまで、何度も繰り返し聴くことができます。自分の勉強を
自分自身でコントロールできるということはすばらしいことです。
センターにはたくさんの教材が用意されています。では、このたくさんの中から、どの教
材を使って勉強すればよいのでしょうか？ それには、まず、おすすめのリスニングレベル
を先生に聞くことです。センターの教材にはさまざまなレベルがあって、それらは色で分か
れています。先生は、あなたがまず試してみるべき色を教えてくれます。同じレベルの教材
をいくつか聞いてみて、そのレベルが自分に適しているかを判断してください。先生はその
判断のためのアドバイスをしてくれます。自分のレベルが決まったら、その中からどの教材
を選ぶかはあなたの自由です。それぞれのレベルの中であれば、ほとんどの教材はほぼ同じ
難易度です。でも、教材の中で、黄色いシールがついているものは、他の同じ色の教材より
少し難しくなっています。一般的な教材のほかにも、伝記、ミステリー、ビジネス英語、発
音練習、環境問題などなど、様々な種類の教材がそろっています。いろいろな人が話す英語
をより多く聞くようにするためにも、いろいろな種類の教材を選ぶようにしましょう。いつ
も同じ教材を選ばないようにしてください。
では、センターの使い方を説明します。セルフ・アクセス・センターには先生はいません
が、「PA」、Peer Advisor と呼ばれる人たちがいます。PA は、皆さんの手助けをしたいと思っている上級生たちで、彼女たち自身が優秀な言語学習者です。この PA がセルフ・アクセス・センターを管理し、皆さんの手助けをしてくれます。ですから、センターにいる間に質
問があれば、彼女たちに何でも聞いてください！ でも、彼女たちは英語で皆さんの手助け
をすることが仕事ですから、日本語では話しかけないようにしてください。
センターでは、Self-Access Record（セルフ・アクセス記録用紙）を PAの机の上にあるカゴの中に入れてください。次に、荷物棚に持ち物をすべて入れてください。机には自分の名札、
グリーンのクリアファイル、辞書、筆箱だけを持っていってください。必要な物を机に持っ
ていったら、自分が使いたい教材を選ぶ必要があります。本棚の横に備え付けてあるレベル
別のリストで、教材の選択肢を確認してください。いろんな種類があるので、自分が楽しん
で勉強できるものを選びましょう。もし聞き始めて、選んだ教材が気に入らなかったら、途
中でやめてもかまいません。別のものを選びましょう。リスニングは自分が楽しめるものに
してください。教材や機器の使い方が分からなければ、PA に聞きましょう。答えを記録するときは必ずクリアシートとホワイトボード用マーカーを使用してください。もし自分のシー
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トとマーカーを忘れた場合は、PA から借りてください。教材には絶対に直接記入しないでください。
練習問題がいくつか終わったら、自分で答えを確認してください。教材の中には、本の後
ろのほうに答えがついているものと、別冊のアンサーキーと呼ばれる解答書がついているも
のがあります。自分が選んだ教材のラベルを見てみてください。ラベルに、「アンサーキー
は本棚にあります」と書いてある場合は、別冊のアンサーキーがキャビネットに入っていま
す。それ以外の教材については、解答は本の巻末、あるいはケースの中に入っています。ア
ンサーキーは、グループごとにキャビネットの中にしまってあります。アンサーキーが見あ
たらないときは、周りを見回して、他に使っている人がいないかどうか確認してください。
もしすでに使っている人がいる場合には、使い終わったら貸してくれるように頼みましょう。
もしどこにも見つからない場合には、PA に申し出てください。練習問題が終わったらアンサーキーを取りに来て、答え合わせをしましょう。問題を解く前からアンサーキーを独り占め
にしないようにしてください。たくさんの問題を間違えてしまった場合は、もう一度同じ教
材をやってみる必要があります。
センターでの学習の目標は、リスニングの力を身につけることです。リスニングが出来る
ようになるためには、時として、ひとつの教材を何度も何度も、くりかえして聴くことが必
要です。同じ教材を何度でも聴くことができますが、70 パーセント以上正解するまでは他の教材に進まないでください。問題の 25 パーセント以上を間違えた場合には、教材を十分理解できなかったということですから、もう一度聴きなおしてください。そうすることによって
リスニングの力がつきます。いつも 70 パーセント以下しか理解できないときは、おそらくレベルが合っていないので、 PAに相談して新しいレベルを選びなおしてください。また、ほとんどの問題で 90 パーセント以上を正解している場合にも、レベルを変えたほうがいいでしょう。皆さんは、問題の 70～90パーセントを正解することを目標としてください。
アンサーキーは、答えをチェックしたらすぐに元の場所に戻してください。他の人が順番
を待っているかもしれないので、使い終わったらすぐに戻すよう心がけてください。
聞き終わったら、自分の紫色の Self-Access Record に、今自分が聴いた教材名と練習問題の理解度を記入します。もし記入の仕方が分からない場合はセンター内にある記入例を参照す
るか、PAに質問してください。
最後に、教材をしまってください。ちゃんと片付けるようにしましょう。 時には急いで本をケースに投げ込みたいと思うときもあるかもしれませんが、自分の後にセンターで教材を
探すことになる他の生徒のことを考えて、いい加減にしまうことだけはしないでください。 もし一人一人がきちんとすれば、センターはいつでも、必要な教材を簡単にみつけられる、
便利で魅力的な場所であってくれるはずです。
センターでの個人リスニング以外にも、教材を借り出して自宅で勉強することができます。 センターには、リーディング、ライティング、ボキャブラリー、リスニング、そして文法能
力を伸ばしてくれる英語の教本を備えています。また、英語の映画も借り出しが可能です。
興味のあるものを見つけたら、PA に申し出て借り出しの手続きをするだけです。教材の探し方が分からないときも、PAに質問してください。
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以上が、セルフ・アクセス・センターでできることです。最初の何週間かは、コミュニカ
ティブ・イングリッシュ・プログラムの多くの事柄と同じように、ややこしく感じるかもし
れません。助けが必要であれば、先生に相談しましょう。でもすぐに、何をどうすればよい
のか、理解できるようになります。そして英語の上達になくてはならない自主学習のスキル
も、上達し始めるはずです。頑張ってください。
Self-Access Center This year you will have the opportunity to do independent listening in our Self-Access Center (SAC) Annex in room 426. This activity is designed to help you learn and learn how to learn on your own. There are several purposes and goals for this assignment:
Purposes 1. To study at your own level 2. To study at your own pace 3. To choose your own materials for learning Goals 1. To learn to work on your own 2. To take responsibility for your own learning 3. To gain confidence to study on your own throughout your life 4. To learn English! Peer Advisors in the SAC In the SAC, there will be Peer Advisors, PAs, there to help you. These are upper class students who know a lot about learning English and the SAC. The PA’s job is to run the SAC in English. When they talk with you, they will speak in English, so you should use English, too. They can help you in many ways.
1. They can show you how to use the equipment in the SAC. 2. They can give you recommendations on materials. 3. They can explain how to use materials. 4. They can give you creative ideas on ways you can study. What will you do in the SAC? In the SAC, you are able to choose what you listen to. You can listen to CDs or MDs or watch English language-learning videos, practice your pronunciation, do language exercises on a computer and take part in Chitchat. Listening materials in the SAC are divided by level, and each level has a special color. You will be given a recommended color level, but you need to test the level for yourself. During your first few visits, you should try several different materials from your recommended color and decide if the level is right for you. If you understand nearly everything, it’s too easy. If you understand
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very little, it’s too difficult. It is important that you should understand 75% to 90%. You must find the color for which you understand that amount (75% to 90%). After you decide on the best level for you, tell your Learner Training teacher and choose your listening material from that color each week.
Your experience at the SAC will include these steps. Step 1. When you come to the SAC, you will put your SAC Record in the basket on
the PA’s desk. You will also do this when you want to participate in Chitchat as part of your SAC visits.
Step 2. After you do that, you will put your belongings on the storage shelves and choose a station (場所) with a CD/MD player, DVD player or computer. You may take your name card, a dictionary, your green folder and your pencil case to your desk. Do not take anything else.
Step 3. Then you will put your name card on top of your equipment so that the PA can see it. You must have a name card to attend the center. Step 4. Next, you will choose the material you want to use that day. Select material that looks interesting to you from the book case. Refer to the list of materials on the side of the materials case to help you find something good for you. If you need help finding a material or using the equipment, ask the PA. Step 5. Do your listening exercises and check your answers with an answer key. Some
answer keys are in the material bags. Others are in a bookcase. The label on each bag tells you where to find the answer key.
Step 6. When the session is nearly over, the PA will mark your SAC Record to show that you attended and return it to you at your station. She will then flick the lights so you know to stop working.
Step 7. Record your work on your purple SAC Record and keep it in your green folder. Step 8. When you have finished, put the materials in the bag correctly and return them to
the correct place. Step 9. Finally, write a short reflection on the topic that is put on the board each day.
On the next page are some guidelines on how to behave in the SAC. If you follow these, you will have a positive experience there. However, if you repeatedly break the rules, you will lose your privilege of attending the SAC and get a zero for your Self-Access homework. You can go to the center as often as you like, but you can only get attendance credit twice in one week, so don’t wait until the last minute and try to go many times in a hurry. Additionally, you can’t get credit for two sessions in one day.
Behavior in the Self-Access Center
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Join the Green Team 2015
What is the Green Team?
The mission of the Green Team is to give students in our department an opportunity to use their English skills outside of the classroom in a meaningful practical way. You will have a chance to learn and grow while providing a useful service to the community.
Each year we hold conferences at Sugiyama University and around Japan. To learn about what we do on the Green Team check this short video clip of the Green Team in action.
1. Be on time. If you are late, you are welcome to use the center, but you will get a red stamp from the PA. Red stamps only receive 50% attendance credit.
2. Speak in English! When you talk to the PAs, use English. They want to use English with you.
3. You may only bring your name card, dictionary, green folder and pencil case to your station. Leave everything else (including phones!) on the storage shelves.
4. Do not do other work in the SAC. ONLY do listening activities with the SAC materials. Do not use your own materials. If you are caught doing other work, you’ll lose credit for that visit.
5. Be an Active Learner in the SAC.
6. Put the materials in the bag correctly. The book goes in the front of the bag and recordings go behind it. Make sure the bag is completely closed.
7. Put the bags back in the right place. Follow the numbers.
8. Follow the PAs instructions. They are in charge of the facility while you are in the SAC, so treat them with respect.
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Chit Chat What is it? Free English conversation time with your classmates and seniors in the SAC. Chit Chat is relaxed conversation. There are no teachers, only students. It is a great chance to ask advice from your seniors and make friends with students from other classes. You can also play games in English. When? Check the schedule outside of the SAC for times. If we have enough volunteers we will have Chit Chat everyday 4th period and the first half of 5th period. Chit Chat Rules
1. Come on time 2. English only 3. Have fun
Join the Chit Chat Team!
Chit Chat Supporter Everyone can volunteer as a Chit Chat Supporter. A Chit Chat Supporter promises to come to Chit Chat once a week at the same time. You will support the Chit Chat Leaders. Being a Chit Chat Supporter can help you advance to Pre-Academic English. Chit Chat Leader After volunteering one semester as a Chit Chat Supporter you can become a Chit Chat Leader. Chit Chat Leaders can train Chit Chat Supporters and lead Chit Chat solo. If you are a Chit Chat Leader, it can help you become a PA. Talk to Cheryl, Jenell or current Chit Chat volunteers if you are interested in volunteering as a Chit Chat Supporter or Leader.
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Active Learner Passport
In the Communicative English Program, you have an opportunity to show your enthusiasm for learning English with an Active Learner Passport. You’ll be given a Passport, and when you participate in an English activity outside of class, you’ll receive a stamp in it. There are many kinds of English activities you can do, for example, Chitchat, English Lunch, extra conversation recording, weekly SAC events and more. Let’s look at a few of these activities that are new to you. An extra opportunity for you to use your English is Chitchat. Chitchat is like a casual conversation club. Third- and fourth-year Sugiyama students host the conversations. There are many Chitchat sessions held every week. During Chitchat, you can talk about anything you choose OR you can talk about topics that your Chitchat leader will give you. The purpose of Chitchat is to help you build your speaking and listening skills. Students who often go to Chitchat quickly build their confidence with speaking English. It’s also a fun way to strengthen your English. The schedule for Chitchat will be posted outside the Self-Access Center. Chitchat is available to all students within the School of Cross-cultural Communication, so you’ll have a chance to make new friends. Check the schedule and find the times that are best for you and then come join the fun! Another activity you can do is join English Lunch. Every Monday, Wednesday and Friday you can go to the SAC during lunch and talk in English with other students. It’s a good chance to enjoy a relaxed conversation and make new friends. These are just some of the extra opportunities you have to use and improve your English. If you have other English activities that you’d like to try (for example, playing English games or watching an English movie with friends in the SAC), please suggest ideas to a teacher, and he or she can approve it. Depending on the activity you choose, your Passport will be stamped by a teacher, a PA or a Chitchat Leader. As you already know, the Communicative English Program is competitive. Not all students can take CEP classes next year. The details of the promotion process will be explained later, but students’ work recorded in their passport will be an important part of what teachers use to decide who can take second-year Academic English classes. Passports will be collected near the end of the year. Do activities that seem fun to you, build your Passport and improve your English!
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Contacting your Teachers
If you have questions or problems about your classes, and you can’t find your teachers at school, email them. All your teachers are eager to help you, so be active about getting their help! If you are absent for a class, contact one of your classmates to find out the homework assignment. Contact your teacher if you do not understand the homework assignment. If you miss a test, or didn’t hand in an assignment on time, you must contact your teacher immediately. This is your responsibility. Remember to put your group number, name and student number in the subject area. Also put the name of the class at the top of the email. For example: CE Reading 1st period.
Teacher Email Address Donovan Clarke [email protected] Cheryl DiCello [email protected] Darren Elliott [email protected] Sean Gaffney [email protected]
Maria Godebska [email protected] Lesley Ito [email protected] Bob Jones [email protected] Greg King [email protected]
Karl Koisegg [email protected] Stefan Lepold [email protected] Brian McNeill [email protected] Paul Rumme [email protected]
Jenell Rae [email protected] Tony Ryan [email protected]
Joe Sichi [email protected] Matt Smith [email protected]
Mike Stockwell [email protected] Gareth Thomas [email protected]
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CE Grammar Quizzes
Spring Fall Quiz 1 /10 Quiz 6 /10 Quiz 11 /10 Quiz 18 /10 Quiz 2 /10 Quiz 7 /10 Quiz 12 /10 Quiz 19 /10 Quiz 3 /10 Quiz 8 /10 Quiz 13 /10 Quiz 20 /10 Quiz 4 /10 Quiz 9 /10 Quiz 14 /10 Quiz 21 /10 Quiz 5 /10 Quiz 10 /10 Quiz 15 /10 Final /85 Midterm /50 Final /70 Quiz 16 /10 Quiz 17 /10 Midterm /65
CE Vocabulary Quizzes
Spring CE: Learner Training Fall CE: Reading S.1 S.9 F.1 F.9 S.2 S.10 F.2 F.10 S.3 S.11 F.3 F.11 S.4 S.12 F.4 F.12 S.5 S.13 F.5 F.13 S.6 S.14 F.6 F.14 S.7 S.15 F.7 F.15 S.8 F.8 Midterm Final Midterm Final
Pre-A Reading Vocabulary Quizzes
Spring Fall Quiz 1 Quiz 9 F.1 F.9 Quiz 2 Quiz 10 F.2 F.10 Quiz 3 Quiz 11 F.3 F.11 Quiz 4 Quiz 12 F.4 F.12 Quiz 5 Quiz 13 F.5 F.13 Quiz 6 Quiz 14 F.6 F.14 Quiz 7 Quiz 15 F.7 F.15 Quiz 8 F.8 Midterm Final Midterm Final
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AE Speed Writing Spring Semester
Classwork
SW Title Word Count
Words per minute
1 My Language Learning History 3 What were some fads when you were in high school? 5 The Advantages and Disadvantages of Getting Married 7 Do you like shopping for new clothes? 9 What kind of technology do you think makes our lives easier? 11 Why is honesty important? 13 What is a typical day for someone in your family? 15 Gender: Do you think a man can be a good nurse? 17 Why are there homeless people in a rich country like Japan? 19 Growing Old: What will life be like when you are 70? 21 Should women and men receive equal pay? 23 Write a summary of a movie that you have enjoyed? 25 How would you define: A Good Classmate? 27 Why do people have dogs? 29 Plans for the summer break
Homework
SW Title Word Count
Words per minute
2 What do you think is the best age to be? 4 Why do people pay attention to fads? 6 Divorce 8 Are you a fashionable person? 10 What kind of technology do you think makes our lives difficult? 12 When is honesty difficult? 14 Think of someone famous that you have read about
and write about his or her life.
16 Self-Improvement: How can you become a better person? 18 How to make your favorite dish. 20 Why should smoking be banded? 22 Write about a lucky day 24 How can you avoid getting sick? 26 How do you prepare for a test? 28 Compare Sugiyama to another university 30 Write about a highlight of this semester
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Summer Homework
SW Title Word Count
Words per minute
1 2 3 4 5
Charting Your Success!
Summer Classwork Homework
WPM WPM WPM35 35 3534 34 3433 33 3332 32 3231 31 3130 30 3029 29 2928 28 2827 27 2726 26 2625 25 2524 24 2423 23 2322 22 2221 21 2120 20 2019 19 1918 18 1817 17 1716 16 1615 15 1514 14 1413 13 1312 12 1211 11 1110 10 10
9 9 98 8 87 7 76 6 65 5 54 4 43 3 32 2 21 1 1
1 2 3 4 5 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30Speed Writing number Speed Writing number
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AE Speed Writing Fall Semester
Classwork
SW Title Word Count
Words per minute
1 3 5 7 9 11 13 15 17 19 21 23 25 27 29
Homework
SW Title Word Count
Words per minute
2 4 6 8 10 12 14 16 18 20 22 24 26 28 30
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Summer Homework
SW Title Word Count
Words per minute
1 2 3 4 5
Charting Your Success!
Summer Classwork HomeworkWPM WPM WPM35 35 3534 34 3433 33 3332 32 3231 31 3130 30 3029 29 2928 28 2827 27 2726 26 2625 25 2524 24 2423 23 2322 22 2221 21 2120 20 2019 19 1918 18 1817 17 1716 16 1615 15 1514 14 1413 13 1312 12 1211 11 1110 10 10
9 9 98 8 87 7 76 6 65 5 54 4 43 3 32 2 21 1 1
1 2 3 4 5 1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30Speed Writing number Speed Writing number
